Naval Leadership and Ethics Center
Petty Officer Selectee Leadership
Course
Facilitator Guide
The Leadership Journey Begins
Petty Officer Selectee Leadership Course
Module One-Honor
REVISED BY
NAVAL LEADERSHIP AND ETHICS CENTER
440 MEYERKORD AVE
PERRY HALL BLDG 440
NEWPORT, RI 02841
REVISED FOR
All commands/units with navy personnel attached.
July 2017
CHANGE RECORD
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Description of Change
Entered by
4
Date
Petty Officer Selectee Leadership Course
Module One-Honor
Table of Contents
Module
Number
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3-2
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Module Title
How to use this facilitator guide
Introduction – Honor
Responsibility, Accountability and Authority (RA&A)
Communications
RA&A – Honor
Courage
Introduction – Courage
RA&A – Courage
Diversity
Resource management
Commitment
Vision and Mission
Creativity and Innovation
Continuous Process Improvement
RA&A – Commitment
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HOW TO USE THIS FACILITATOR GUIDE
1. BASIC INFORMATION – The Petty Officer Selectee Leadership Course
(POSLC) is designed for delivery at the local command level.
2. This guide has been specifically designed for E7 and above who are
qualified in delivering command level training.
3. GUIDELINES: This guide is designed to be facilitated rather than
instructed. Facilitation is an interactive teaching method which
requires continuous interaction between teacher and student.
a. INTRODUCTION: This word prefaces the start of a lesson. An
“Introduction” is used to prepare the students for the lesson that
follows.
b. STATE: Prompts you to tell the students something. Rephrase the
information in your own words, or use what is written- whichever
is most comfortable for you.
c. NOTE: “Notes” are included in a shaded area to provide you with
supplemental information or to clarify a point.
d. ASK: Alerts you to ask the students a question related to the
content. Rephrase if necessary.
1) Once the question has been responded to, use the response (as
appropriate) to further explore the material.
e. DISPLAY: Prompts you to display one of the PowerPoint slides.
Slides cannot substitute for quality facilitation. Do not read
the slides verbatim.
f. PLAY: Prompts you to play one of the scenarios embedded within the
PowerPoint presentation. If needed have the students read the
scenario provided in the separate student guide supplement.
g. SUMMARY: A summary has been provided for you to conclude a lesson.
h. STUDENT GUIDE: Provided for students to take notes, complete
homework, and any exercises. It is imperative that students use
their guides.
1) To ensure students are on the correct page “STATE” is used
because the student guide does not (cannot) consecutively
follow your facilitator guide.
4. PREPARATION: Read this facilitator guide and the student guide
completely through at least twice. Highlight and annotate the
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material to help you remember key points or add comments to enhance
your teaching. Review the PowerPoint slides and read the scenarios.
a. Use your own experience to enhance your
personal experience, when appropriately
your presentation. It can also improve
understand, recall and consequently use
in this course.
presentation. Your
added, will strengthen
the students’ ability to
the knowledge and skills
1) Once you have thoroughly and repeatedly read through the guides,
practice. Practice again-and-again.
b. As you may already know, practice does make perfect. Practice
causes you to become intimately familiar with the material. It
will also make you more at ease in front of a class of students.
5. Course Surveys: The level one assessment contains questions designed
for students to evaluate you, as a facilitator, presentation, and
applicability of the material.
a. Surveys shall be turned into the command master chief for review
and evaluation.
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Petty Officer Selectee
Leadership Course
Module One
HONOR
Notes
2 Hours
Related Facilitator Activities
Module One  Introduction - HONOR
Display PP: POSLC Title
Course Materials
State: Everyone should have a Student Guide. This will serve as a
training aide.
State: Everyone please turn to Page 2 and write your name in the
appropriate area. **(WAIT a few minutes)** Now, turn to page 8.
We have a few admin items to cover.
Note: The following admin issues may apply to your situation. Ensure
the applicable items are discussed.
Administrative Items:
 Uniforms
 Emergency phone numbers
 Fire drills and Active Shooter (REQ)
 Parking
 Facilities/Heads
 Vending machines and coffee
 Cell phones and tablets
 Noise in the surrounding area
 Class leader (SELECT A CLASS LEADER - )
The class leader will obtain a morning muster, ensure the room is clean
at the end of the day and other support duties as appropriate.
 Class hours
 Breaks (50/10)
 Smoking area
State: Now let’s develop some “class norms”/rules for our class.
State: Turn To Page 9 in your Student Guide and complete items 1,
2, and 3.
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Notes
Related Facilitator Activities
Note: “Class Norms” include basic classroom etiquette such as, raising
your hand, no foul language, and respect the opinion of others.
If not already divided, divide the class into groups of 4-6
people.
Go around the room and elicit one response from each student. Use a
Chart-pack to post the class norms.
Facilitator Introduction
Note: The facilitator(s) should introduce themselves to give the students
a sample introduction to follow.
CMC Introduction
Note: Once the CMC has completed his/her introduction, allow the
students five to 10 minutes to complete items four and five on
page 9 of their student guides.
State: Turn To Page 9 in your Student Guide and complete items 4
and 5.
Student Introductions (~ 2 Minutes per student)
NOTE: Students should include Course expectations in their
introduction. (Chart-pack these responses).
Play MCPON Introduction video.
State: This course is interactive. Things to expect are:
 Facilitated group discussions: Discussions will be between you,
as a class, and led and guided by me.
 Case study review: Identifies issues, recommendations, and
resources for different situations you may encounter.
State: Over the next few days we will be discussing what it means to
be a Petty Officer; the foundation of being a Petty Officer is
being a Sailor. Therefore, each day will begin with the class
leader leading us in reciting The Sailor’s Creed.
State: Turn To Page 8 in your Student Guide.
Note: Have all of the students stand and, as a group, recite the Sailor’s
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Notes
Related Facilitator Activities
Creed.
I am a United States Sailor
I will support and defend the Constitution of the United States of
America and I will obey the orders of those appointed over me.
I represent the fighting spirit of the Navy and those who have gone
before me to defend freedom and democracy around the world.
I proudly serve my country’s Navy combat team with Honor, Courage
and Commitment.
I am committed to excellence and the fair treatment of all.
Note: Summarize the objectives in your own words. Use the
objectives to give the students an outline of how the day will go.
For example, you could say: Our theme today is Honor. We start
off with looking at what you believe your role is as a Petty Officer
and Naval Leader. We are going to define Honor and look at
Responsibility, Accountability, and Authority. We will use some
scenarios for classroom discussion to cover our material.
State: Turn To Page 10 in your Student Guide.
Introduction:
This course is designed to prepare you for your new role as a Petty
Officer and strengthen your leadership skills. The Navy Core Values
are our guiding principles and our theme for this course. We will link all
course material to our core values. Today, we will focus on Honor.
State: We will now review the objectives for this course.
Display PP: Enabling Objectives
EXPLAIN how a petty officer demonstrates honor, courage and
commitment.
DEFINE Honor.
Note: Their role as a Petty Officer is filled out in the student guide
ONLY. Do not chart-pack or discuss the responses.
State: Your role as a Petty Officer will be used at the end of the
course.
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Notes
Related Facilitator Activities
Ask: What are the attributes of the “Ideal” Petty Officer?
Note: Chart-pack and post all the responses conspicuously; Gather at
least one response per student.
State: We’ll be coming back to these attributes at the end of the
course.
Ask: How does your role as a Petty Officer reflect Honor?
Possible responses:
 Responses Vary
Ask: In your own words - What is Honor?
Select 3-5 students to respond. Chart-Pack the responses.
Possible responses:




Honesty
Integrity
The right thing
A good reputation
State: Let’s look at what the Navy says about Honor.
Display PP: The Navy’s Core Value of Honor (Building Slide)
Note: The core value of Honor is broken down by statement. Following
each statement ask the students what it means to them. Use
student responses to align with Navy Core Values.
I will bear true faith and allegiance…
Accordingly, we will: Conduct ourselves in the highest ethical manner
in all relationships with peers, superiors, and subordinates;
Be honest and truthful in our dealings with each other, and with those
outside the Navy;
Be willing to make honest recommendations, and accept those of junior
personnel;
Encourage new ideas and deliver the bad news, even when it is
unpopular;
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Notes
Related Facilitator Activities
Abide by an uncompromising code of integrity, taking responsibility for
our actions and keeping our word;
Fulfill or exceed our legal and ethical responsibility in our public and
personal lives twenty-four hours a day.
Illegal or improper behavior, or even the appearance of such behavior,
will not be tolerated.
We are accountable for our professional and personal behavior.
We will be mindful of the privilege to serve our fellow Americans.
Ask: How does this apply to you?
Note: Acknowledge student responses. Help the students find
similarities between the definitions and their responses. When
integrity is identified, use it to bridge into the conclusion of the
lesson.
State: Notice that integrity is present.
Ask: What does integrity mean to you?
State: Webster’s dictionary defines integrity as “Strict adherence to a
standard of value or conduct.”; whereas the Joint Publication 1
defines integrity as “the bedrock of our character and
cornerstone for building trust”.
Ask: Where does integrity come from?
Ask: How quickly can you lose your integrity? What are some reason
you may lose your integrity?
Note: Acknowledge student responses. Summarize student
responses; emphasizing that your Honor and integrity can be
given away, not taken away.
Summary: As a Petty Officer, it is your duty to act and conduct
yourself with Honor at all times—on and off duty, in and
out of uniform.
State: Turn To Page 11 in your Student Guide and complete item 6:
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Notes
Related Facilitator Activities
State: We’ve discussed the definition of Honor; some of the key
words in the definition were responsibility and accountability.
Let’s look at Responsibility, Authority, and Accountability.
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Trainer Notes
2 Hours
Related Trainer Activities
Module One Lesson One – RA&A
Introduction:
In this lesson, we will look at Responsibility, Accountability, and
Authority. We will define the terms and, more importantly, describe
what they mean to you as a Petty Officer, a shipmate, and a peer.
State: Let’s review our enabling objectives for this lesson.
State: Turn To Page 12 in your Student Guide.
Note: Summarize the objectives in your own words. Use the
objectives to give the students an outline of what will be covered
in this lesson.
Display PP: Enabling Objectives I-II
State: The objectives for this lesson are:
DETERMINE the responsibility, accountability and authority of a Petty
Officer Third Class.
DEFINE responsibility.
DEFINE authority.
IDENTIFY sources of authority.
DEFINE accountability.
DIFFERENTIATE between responsibility, accountability and authority.
EXPLAIN the role of a petty officer.
Ask: What is responsibility?
Possible Responses:



Making the decision
Being in charge
Being the fall guy
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Trainer Notes
Related Trainer Activities
State: Webster’s dictionary defines responsibility as, “The quality or
state of being responsible: as a: moral, legal, or mental
accountability, reliability, and trustworthiness; something for
which one is responsible: Burden.”
Responsible means: “Having to account for ones actions, answerable.”
Display PP: Responsibility
State: The Department of Defense (DOD) defines responsibility as:
RESPONSIBILITY is
1) The obligation to carry forward an assigned task to a successful
conclusion. With responsibility goes authority to direct and take the
necessary action to ensure success and
2) The obligation for the proper custody, care, and safekeeping of property or
funds entrusted to the possession or supervision of an individual.
Ask: How does this apply to you as a new Petty Officer?
State: Using the definitions as a guide:
Ask: What more is going to be expected of you as a Petty Officer?
Ask: With this in mind, who and what are you responsible for?
Possible responses:




Myself
My family
Junior Sailors
My work
Ask: Who are you responsible to?
Possible responses:





My LPO (Leading Petty Officer)
My Chief
My spouse and children
My buddies/friends
My Chain of Command
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Trainer Notes
Related Trainer Activities
Ask: What is the difference between being responsible for something
or someone and being responsible to someone?
Possible responses:
 To means reporting to someone in authority
 For means I’m in charge of that person or thing
 For means I have authority over someone
State: With responsibility goes authority
Ask: What is authority?
Possible responses:
 Power
 Influence
 Right
State: Webster’s dictionary defines authority as: “Power to influence
or command thought, opinion, or behavior; freedom granted by
one in authority: Right.”
Ask: How does the Navy define authority?
Possible responses:
 Being in charge
 Making decisions
 Accountable for decisions
Display PP: Authority
AUTHORITY - Power to influence or command thought, opinion, or behavior;
freedom granted by one in authority: Right – Webster’s Dictionary
Ask: How does this apply to you as a Petty Officer?
Ask: As a Petty Officer where does your authority come from?
Possible responses:
 Navy Regulations
 The SORN
 Rank
 The Letter of Appointment
 Position
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Trainer Notes
Related Trainer Activities
State: On Page 14 in your Student Guide is guidance on authority.
Note: Have a student read General Authority/Limitations of Authority.
Point out the responsibility and the constraints on the authority.
OPNAVINST 3120.32D Standard Organization and Regulations of the
Navy (SORN):
Ch 1, 1.2. a. Authority - By virtue of their appointment to their unit
administration billets, leadership has been assigned positions of
command over the crew. The crew, by assignment to the unit
has affirmed that they will follow the lawful direction of those
appointed over them. Consequently, the command staff
assumes authority of the crew while the crew accepts that
authority thereby creating the basis for an effective working
relationship. Effective leadership is of primary significance in that
it provides the motivating force which leads to coordinated action
and unity of effort.
Ch 1, 1.2. a. (1) DELEGATION OF AUTHORITY. When permitted,
authority should be delegated to the lowest level of competence
commensurate with the subordinate's assigned responsibility
and capabilities. The principles of delegation also recognize,
however, that officers at all levels are ultimately accountable for
the performance of their organizational segments even if they
have charged subordinates with immediate authority for
managing certain functions.
Ch 1, 1.2. a. (2) Limitations of Authority: Authority includes the right to
require actions of others by oral or written orders. Orders must
be lawful and must not be characterized by tyrannical or
capricious conduct, or by abusive language. Organizational
authority beyond that necessary to fulfill assigned duties and
responsibilities should not be delegated. Authority should never
be delegated beyond the lowest level of competence and may be
limited by command.
State: The primary document on authority is US Navy Regulations.
Chapter 10 of the Regulations discusses the authority of all
persons in the naval service and is the legal basis for a Petty
Officer’s authority.
State: Let’s look at the letter of appointment.
State: Turn To Page 16 in your Student Guide.
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Trainer Notes
Related Trainer Activities
Display PP: Letter of Appointment
State: The appointment letter states that you have “increased
authority” and “greater responsibility”. Let’s look at some
additional articles in the SORN and Navy Regulations.
Note: Have a student read Exercise of Authority. Point out the
responsibility and the constraints on the authority (lawful orders,
language, etc)
NAVY REGULATIONS: CHAPTER 10 SECTION 2 ARTICLE 1020
Exercise of Authority:
1. All persons in the naval service on active service, and those on
the retired list with pay, and transferred members of the fleet
Reserve and the Fleet Marine Corps Reserve, are at all times
subject to naval authority. While on active service they may, if not
on leave of absence except as noted below, on the sick list, taken
into custody, under arrest, suspended from duty, in confinement or
otherwise incapable of discharging their duties, exercise authority
over persons who are subordinate to them.
2. A person in the naval service, although on leave, may exercise
authority:
a. When in a naval ship or aircraft and placed on duty by the
commanding officer or aircraft commandeer.
b. When in a ship or aircraft of the armed services of the United
States, other than a naval ship or aircraft, as the commanding
officer of naval personnel embarked, or when placed on duty by
such officer
.
c. When senior officer at the scene of a riot or other emergency, or
when placed on duty by such officer.
Ask: How does this apply to you as a new Petty Officer?
State: With authority, comes accountability.
Ask: What is accountability?
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Trainer Notes
Related Trainer Activities
Possible responses:




Answerable
Responsible
Can be blamed
Held liable for something
State: Webster’s dictionary defines accountability as: “The quality or
state of being accountable; especially: an obligation or
willingness to accept responsibility or to account for ones
actions.”
Accountable means: “Answerable”
Display PP: Accountability
1) ACCOUNTABILITY In connection with general and organizational
authority, the principles of accountability include:
a) Each Sailor, regardless of rank or position, is fully accountable for
their actions, or failure to act when required.
b) Leaders and supervisors have a duty to assign clear lines of
authority and responsibility, reaching to the deckplate level, for all
activity within their organization.
c) Leaders and supervisors have a duty to provide their subordinates
the resources and supervision necessary to enable them to meet
their prescribed responsibilities.
d) Leaders and supervisors have a duty to hold their subordinates
accountable, and to initiate appropriate corrective, administrative,
disciplinary, or judicial action when sailors fail to meet their
responsibilities. - SORN (OPNAVINST 3120.32D) Ch 1, para 1.3.
State: When responsibility and authority are given to you, you are held
accountable.
Note: These two questions are closely related and some answers may
apply to both questions.
Ask: As Petty Officers, who are you accountable to?
Who are you accountable for?
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Trainer Notes
Related Trainer Activities
Possible responses:




Myself
My LPO
People of the United States
My family
Ask: How are responsibility, authority, and accountability related?
Note: The answers will vary. The point of this question is for the
students to personalize a connection between responsibility,
authority and accountability. For example I am responsible for
doing my job, responsible to my shipmates and have authority
based on my paygrade. If I do not exercise my authority
responsibly, I will be held accountable.
State: As Petty Officers, you are given responsibilities to fulfill and
assume the authority to carry them out. In turn, you are held
accountable for the responsibilities that you are given.
State: With this in mind, let’s review a scenario. Turn To Page 17 in
your Student Guide and, in your small groups, discuss the
following scenario.
Note: The first scenario is used for both RA&A and Communications.
Stress looking for RA&A issues. If communication issues are
identified, do not address them here. Acknowledge them, and
tell the students they will be covered in the next lesson.
Have students read Day One Quarters Scenario
Note: Allow fifteen minutes for students to discuss within their small
groups.
Once the students have completed their discussions, use the following
line of questions to facilitate a large group discussion.
List the responses from the students on the board or chart-pack.
Note: Address only the issues/potential issues that are specific to
Responsibility, Accountability and Authority. Other
issues/potential issues will be covered in later lessons.
Ask: What issues/potential issues related to responsibility, authority
and accountability did you identify?
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Trainer Notes
Related Trainer Activities
Possible Responses:








Military Bearing
Talking in ranks
Uniform Infractions
Haircuts/male and female
NSU blouse – no gig line
NWU trousers not bloused correctly
NWU boots not blackened/NSU leathers not shined
Cell Phone
Ask: What is the desired outcome for each of these issues/potential
issues?

Responses vary; Record responses
Ask: What actions should be taken for each of these issues/potential
issues?

Responses vary; Record responses
Ask: What are the consequences of these actions?

Responses vary; Record responses
Ask: What are the references and resources for these recommended
actions?

Responses vary; Record responses
Note: For each issue/potential issue drive toward the student’s
responsibility, accountability, and authority.
State: We all agree there are quite a few issues/potential issues here.
Let’s start with the uniform infractions.
Ask: What responsibility do you have in regard to someone’s uniform
infraction or poor military bearing?
Ask: What happens if you don’t let a person know about their uniform
infraction or poor military bearing?
Ask: Where does your authority come from to tell someone about their
uniform infraction or poor military bearing?
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Trainer Notes
Related Trainer Activities
Ask: What if that person is junior to you?
Ask: What if that person is an officer or a chief?
Ask: What if that person is a friend?
Possible responses:




Yes I have to
No not for a senior officer
I’m supposed to but I wouldn’t
I’ve tried before but got slammed
Ask: How would you handle being corrected for a uniform infraction?
Ask: How can you be held accountable for another person’s uniform
violation?
Ask: How does honor apply to identifying someone’s uniform
infraction or poor military bearing?
Summary: According to the Core Values we should… “Be willing to
make honest recommendations, and accept those of
junior personnel.”
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Trainer Notes
2 Hours
Related Trainer Activities
Module One Lesson Two – Communications
Introduction:
Few skills are more important to a leader than the ability to
communicate well. But what does it mean to communicate well? How
do we know we are good at it? In this lesson we will look at various
ways of communicating. We will also discuss barriers to
communication and what to do about them. Our goal is for you to be a
more effective communicator.
State: Turn To Page 18 in your Student Guide.
Display PP: Enabling Objectives
State: The objectives for this lesson are:
IDENTIFY methods of communication.
ANALYZE environmental, personal and cultural barriers to effective
communication in a military environment.
IDENTIFY methods of reducing barriers to effective communication.
EXPLAIN process of communication.
IDENTIFY components of the communication process.
EVALUATE oral and written communication.
IDENTIFY written communication methods.
EXPLAIN components of writer’s triangle.
Have students read Day One Quarters Scenario
State: Turn To Page 20 in your Student Guide and, in your small
groups, discuss the scenario.
Note: The scenario is used for both RA&A and Communications.
Stress looking for Communication issues. If communication
issues are identified in the RA&A lesson address them here.
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Trainer Notes
Related Trainer Activities
Note:
Allow fifteen minutes for students to discuss within their small groups.
Once the students have completed their discussions, use the following
line of questions to facilitate a large group discussion.
List the responses from the students on the board or chart-pack.
Ask: What communication issues/potential issues did you identify?
Possible Responses:
 Jiokeng’s accent
 Division Officer’s tone of voice
 SN Davis’ comment
Note: Address only the issues/potential issues that are specific to
Communication. Other issues/potential issues will be covered in
other lessons.
Ask: What is the desired outcome for each of these issues/potential
issues?
 Responses vary; Record responses
Ask: What actions should be taken for each of these issues/potential
issues?
 Responses vary; Record responses
Ask: What are the consequences of these actions?
 Responses vary; Record responses
Ask: What are the references and resources for these recommended
actions?

Responses vary; Record responses
Note: For each issue/potential issue drive toward good communication.
Note: Summarize the objectives in your own words. Use the
objectives to give the students an outline of what will be covered
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Trainer Notes
Related Trainer Activities
in this lesson.
Ask: What are examples of communication?
Possible responses:




Talking
Writing
Electronic Messaging
Sign language
Note: Ensure that non-verbal communication such as body language,
facial expressions, hand signals, etc is mentioned. If not
introduce it.
State: Those are all excellent examples of communicating.
Ask: What are some examples of communication barriers?
Possible responses:






Noise, weather, protective equipment
Language, Acronyms, unfamiliar terms
Culture, perception, viewpoints, stereotypes
Accents
Body language-mannerisms
Unknown or perceived emotion when reading Written Comms
Note: Lead the students in a discussion of each type of barrier they
bring up. Ask them for examples of each one. As you address
each example, ask for ways to eliminate, reduce or even
overcome the barrier. Point out how barriers can lead to
miscommunications and misunderstandings.
State: Barriers to communication can take many forms. There are
external barriers such as noise, weather or body language, as
well as internal barriers.
Note: If internal barriers were identified in the responses to the
previous question, simply identify those barriers as internal.
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Trainer Notes
Related Trainer Activities
Ask: What are some examples of internal barriers?
Possible responses:




Attitude, lack of interest, emotions
Understanding, hearing problems
Experience
Personal Bias
State: Our internal barriers are filters that we use to translate
communications so we can understand the message.
Ask: How can we eliminate or reduce barriers to communication?
State: We can eliminate or reduce many barriers-we can move away
from the noise for example. There are some, such as cultural
differences or our personal experiences that we can do little
about. However, by being aware of barriers, we can adjust our
communication as needed to ensure clearer communications.
State: With an understanding of communication and the barriers to
communication let’s take a look at the process of
communication.
State: On Page 21 of your Student Guide is a visual representation of
the communication process.
Display PP: 3-Step Communication Process
State: Communicating is a three step process: sending, receiving,
and feedback.
Ask: What are some of the considerations in sending a message?
Possible responses:




Prepare the message
Consider any barriers
Put the message into your own words
Send the message
State: First prepare the message-gather your thoughts on what you
want to say.
Second consider any barriers to that message.
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Trainer Notes
Related Trainer Activities
Third, put the message into your own words.
Fourth, send the message.
Ask: What is considered for receiving a message?
Possible responses:




Hear/See the message
Consider any barriers
Translate the message
Interpret the message
State: The first step to receive a message is to hear or see the
message sent.
Second, as with sending a message, the receiver must
consider any barriers-either internal or external.
Third the message is translated through the use of mental
images. For example, when you say the word dog the receiver
doesn’t see d-o-g but an image of a dog.
Ask: What comes to mind when you hear the word ship?
Possible responses:




Destroyer
Frigate
Carrier
Send a package
State: As you can see we all create many different mental images of
ship. Even when we agree, there may be a difference. Your
ship may be nuclear or under construction.
State: A multitude of possible images that can arise from one word.
Note: Don’t ask the following question if a student used anything
pertaining to sending a package. Use their response to point out
the broad scope of perceptions.
Ask: What about: “I will ship the package on Tuesday.”?
Note: Don’t focus on this point; use it to clarify the next point,
interpreting the message.
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Module One-Honor
Trainer Notes
Related Trainer Activities
State: Finally the receiver interprets the message.
Ask: How do you know your message was received and understood?
Note: Summarize the responses, highlighting their similarity to
feedback.
Ask: What is feedback?
State: Feedback is a response from the receiver about the message
you sent.
Ask: What are some examples of feedback?
Possible responses:




Facial expressions
Body language
Questions
Responses
State: Turn To Page 22 in your Student Guide.
Note: There are two oral communication exercises in the student guide.
Exercise 1 is best suited for classes of 10 or more students;
Exercise 2 is for smaller classes. Use the appropriate exercise
in student guide. The exercise should last approximately 10-15
minutes.
Note: At the completion of the exercise allow the students 10 minutes
to evaluate their statements using the criteria in the student
guide on page 23.
Note: Exercise 1: “Telephone”
1. The facilitator reads the following statement to one student outside
of earshot of the other students.
“Chief needs five third class petty officers, to muster outside room 247
at 1450.”
2. This student will then whisper the statement to another student
ONLY ONCE (No Feedback allowed).
3. This process is repeated one student to the next, until all students
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Trainer Notes
Related Trainer Activities
have heard the statement once.
4. The last student writes the statement they heard on the board or
chart-pack.
Note: Exercise 2
1. Choose one student from the group to be the sender; the other
group members are the receivers.
2. The sender reads the listed sentences, placing emphasis on the
words in bold.
3. The receiver group takes note of what they heard and what they
believed is meant by the statement. (Questions and feedback are
not allowed)
State: On page 23 of your Student Guide spend the next 10 minutes
to evaluate the communication process that you completed.
Note: Evaluation Exercise
1. Allow the students 10 minutes to evaluate their oral communication
using the criteria on page 23 of the student guide.
2. Once complete, lead the students in a discussion of how well they
did. Instruct students to use the evaluation in responding.
Ask: What went well?
Ask: What could have gone better?
Ask: What were some of the barriers?
Ask: How easy (or difficult) was it to get your message sent?
Ask: What made it easy or difficult for the receiver to understand the
message?
Ask: How does feedback improve sending/receiving the message?
Ask: How would this exercise have gone if all the communicating had
been in writing?
State: That depends on how well you can communicate in writing.
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Related Trainer Activities
Ask: What are some methods to communicate in writing?
Possible responses:




Letters
Email
Filling out a PMS card
Log Book entries
State: Let’s look at the basics of good writing. These basics apply
whether we are communicating personally or professionally.
State: Turn To Page 24 in your Student Guide.
State: Good writers, like good navigators, look for fixed points of
reference from which to plot their positions and ideal headings.
The classic writer’s triangle looks like this:
Display PP: Writer’s Triangle
State: Knowing your audience, your subject, and yourself-including
how others will see you in the writing situation-you can gauge
your position with respect to any particular communication.
Ask: What is important about knowing your audience, your subject,
and yourself when you write something?
Ask: What do you need to know about your audience?
Possible responses:



Friend/Peer
Supervisor
Casual or professional
State: Know your audience simply means be aware of who you are
writing to. How you write (or email) a friend is different from an
email to your LPO or Chief.
Ask: What do you need to know about the subject?
Possible responses:


Know the details
Be able to explain what is written
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Trainer Notes
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State: Know your subject. Forgetting crucial details or failing to
explain something can sink your message before it is sent.
Ask: What do you need to know about yourself to write something?
Possible responses:



Professional
Personality
Delivery style
State: Know yourself. Remember who you are and the image you
want to put across to those receiving your written message.
State: Finally, check the basic reference. This means-get your facts
straight. If there is a formal reference for what you are writinguse it.
State: If you are simply responding to an email from your Work
Center Supervisor-check your facts before you send.
State: Turn To Page 25 in your Student Guide for a written
communication exercise.
Note: The written communication exercises should last 10-15 minutes.
Note: At the completion of the exercise allow the students 10 minutes
to evaluate their statements using the criteria in the student
guide on page 26.
Note: Written Communication Exercise:
1. Choose two (2) of the following recipients
(1 personal and 1 professional):
Parents
Spouse
Family
Previous Supervisor
Previous Employer
Professional Colleague
Local Friend
Long Distance Friend
2. Format the information into the following formats
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Trainer Notes
Related Trainer Activities
(1 formal and 1 informal):
E-mail
Letter
Chat Room Message
Official Correspondence
Text Message
Memorandum
Instant Message
3. Use 3-5 sentences to explain the details of your promotion for each
of the written communications.
Ask: What components of the writer’s triangle influenced your writing
of each message the most?
Ask: What were the differences between the personal and
professional message?
Ask: What were the differences between the formal and informal
messages?
Ask: What effect did the audience (recipient) have on what you
wrote?
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Trainer Notes
1 Hour
Related Trainer Activities
Note: This lesson is divided into four parts and is designed to be either
presented in separate sections (as integrated into the Petty
Officer Selectee Leadership Course) or as a complete lesson.
Module One Lesson Three RA&A - HONOR
Introduction:
In our previous lesson on RAA, we looked at the definitions and what
they mean to YOU. Responsibility, Accountability, and Authority, just
as our Core Values, is interwoven throughout this course. We can’t put
on and take off our Core Values-like a pair of pants. Nor can we pick
up some responsibility and then put it back when we are finished. It
must be continuously and perpetually a part of who we are-a key
element of our character. Often being responsible-accountable-and
having authority- requires us to be proactive-to step up early on and do
the right thing.
State: Let’s look at another scenario.
State: Turn to Page 28 in your Student Guide.
Display PP: Enabling Objectives
State: The objectives for this lesson:
DETERMINE the responsibility, authority and accountability of a Petty
Officer Third Class.
DIFFERENTIATE between responsibility, authority and accountability.
EVALUATE interactions between Petty Officers, junior and senior
shipmates and peers.
IDENTIFY the responsibility, accountability and authority of each
member of the chain of command.
Have students read 21st Birthday scenario
State: Turn To Page 29 in your Student Guide.
Note: Allow fifteen minutes for students to complete their discussions in
the small groups.
Once the students have completed, use the following line of questions
to facilitate a discussion.
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List the responses from the students on the board or chart-pack.
Ask: What issues/potential issues did you identify?
Possible Responses are:







Potential Alcohol Incident
Underage Drinking
Public Intoxication
Driving Under the Influence (DUI)
Unauthorized Absence
Sexual Assault
Police Involvement
Note: Address only the issues/potential issues that are specific to
Responsibility, Accountability and Authority. Other
issues/potential issues will be covered in other lessons.
Note: For each issue drive toward Responsibility, Accountability and
Authority.
Ask: What is the desired outcome for each of these issues/potential
issues?

Responses vary; Record responses
Ask: What actions should be taken for each of these issues/potential
issues?

Responses vary; Record responses
Ask: What are the consequences of these actions?

Responses vary; Record responses
Ask: What are the references and resources for these recommended
actions?

Responses vary; Record responses
Ask: What are you going to do?
Possible Responses:
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



Tell the LPO
Suggest to move the party to the weekend
Pretend I know nothing about it
Nothing-Nothing has happened yet
Ask: What are the potential outcomes from this?
Possible Responses:








The LPO doesn’t see the problem
Plan designated drivers and/or cabs
You get ignored
You get ostracized
Go, but do not drink and ensure everyone gets home safe
Ask to move the party to the weekend
Peers make fun of you
Get labeled as “Goody-Two-Shoes”
Ask: What is your responsibility?
Ask: How do you deal with this issue without being viewed as an
informer or a snitch?
Possible Responses:



Don’t worry about it
Keep doing the right thing
Approach the issue with the planner for preventing problems
Note: This concludes part one of the lesson. Part two will be on day
two.
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Module Two
COURAGE
Petty Officer Selectee Leadership Course
Module Two-Courage
Trainer Notes
30 Minutes
Related Trainer Activities
Display PP: POSLC title.
Module Two  Introduction – COURAGE
Note: Have all of the students stand as a group and recite the Sailor’s
Creed.
I am a United States Sailor
I will support and defend the Constitution of the United States of
America and I will obey the orders of those appointed over me.
I represent the fighting spirit of the Navy and those who have gone
before me to defend freedom and democracy around the world.
I proudly serve my country’s Navy combat team with Honor, Courage
and Commitment.
I am committed to excellence and the fair treatment of all.
Note: Highlight courage as the theme for the day.
State: Turn To 30 in your Student Guide.
Display PP: Enabling objectives
State: The objectives for this lesson are:
EXPLAIN how a petty officer demonstrates honor, courage and
commitment.
DEFINE courage.
State: Webster’s dictionary defines courage as “mental or moral
strength to venture, persevere, and withstand danger,
fear, or difficulty.”
Ask: What is Courage?
Select a few students to respond. Chart-Pack the responses.
Possible responses:
 Bravery
 Hero
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Related Trainer Activities




Doing the right thing
Willing to venture into the unknown
Open-minded to new ideas
Guts
Display PP: The Navy’s Core Value of Courage (building slide)
Note: The core value of Courage is broken down by statement.
Following each statement ask the students what it means to
them. Use student responses to align with Navy Core Values.
Ask: How does this apply to you?
“I will support and defend…
Accordingly, we will have courage to meet the demands of our
profession and the mission when it is hazardous, demanding, or
otherwise difficult;
Make decisions in the best interest of the navy and the nation, without
regard to personal consequences;
Meet these challenges while adhering to the highest standard of
personal conduct and decency;
Be loyal to our nation, ensuring the resources entrusted to us are used
in an honest, careful, and efficient way.
Courage is the value that gives us the mental strength to do what is
right, even in the face of personal or professional adversity.”
Note: Acknowledge student responses. Help the students find
similarities between their definitions and the Navy’s.
Ask: What does it mean to have courage?
When would you need courage?
Ask: How does honor relate to courage?
Note: Acknowledge student responses. Summarize responses.
State: As a Petty Officer and Sailor, it is your duty to have courageeven in the face of adversity. Let’s see how we apply this to
the work center.
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Module Two-Courage
Trainer Notes
1 Hour
Related Trainer Activities
Note: This lesson is divided into four major parts and is designed to be
either presented in separate sections (as integrated into the
Petty Officer Selectee Leadership Course) or as a complete
lesson.
Module Two  Lesson One – RA&A – COURAGE
State: Yesterday Lazarus planned his party for last night, and you
decided to go. It is time for quarters.
Have students read Day 2 Quarters and Forklift Scenario.
State: Turn To Page 32 and 33 in your Student Guide.
Note: Allow fifteen minutes for students to discuss within their small
groups – for each scenario.
Once the students have completed their discussions, use the following
line of questions to facilitate a large group discussion.
List the responses from the students on the board or chart-.
Ask: What issues/potential issues did you identify?
Possible responses:






Alcohol Incident
Police Involvement
Accident
DUI
Hospital
Unauthorized Absence
Note: Address only the issues/potential issues that are specific to
RA&A - Courage. As a Petty Officer, what can and should they
do? Utilize the UCMJ Articles provided to drive the conversation.
Ask: What is the desired outcome for each of these issues/potential
issues?
 Responses vary; Record responses
Ask: What actions should be taken for each of these issues/potential
issues?
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
Responses vary; Record responses
Ask: What are the consequences of these actions?

Responses vary; Record responses
Ask: What are the references and resources for these recommended
actions?

Responses vary; Record responses
Note: For each issue/potential issue drive toward RA&A.
Ask: What are you going to do?
Possible responses:



Report it to the LPO
Call Lazarus
Contact DAPA (Drug and Alcohol Program Advisor)
Ask: What are the potential outcomes from this?
Possible responses:





Lazarus is placed on report
Help for Lazarus from DAPA
Lazarus continues with destructive behavior
Peers upset with me
Alcohol problem identified
Ask: How do you deal with this? What is your responsibility?
Possible responses:




Remind peers actions were required
Explain to Lazarus you’re trying to help
Tell DAPA your concerns
Encourage Lazarus to seek help
State: Turn To Page 31 in your Student Guide.
Ask: What is leadership’s responsibility?
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Related Trainer Activities
Ask: Where do you fit into the leadership responsibility process?
Display PP: Show Responsibility
Ask: What reasons would the Navy have for requiring leadership
responsibility?
Ask: What is your personal responsibility?
Ask: What make this a personal responsibility?
Ask: What is your responsibility to your shipmates?
Note: This concludes part two of the lesson, as presented within the
Petty Officer Selectee Leadership Course. Part three will include
Diversity.
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2 Hours
Related Trainer Activities
Module Two  Lesson Two – Diversity
Introduction:
The Navy’s diversity policy demonstrates our commitment to treat each
individual with respect and recognize the values of individual
differences. This requires a personal commitment to improve your
understanding of diversity as you support diversity throughout your
career. Keeping this in mind, you should be knowledgeable of the
Navy’s diversity policy as a strategic imperative.
State: Turn To Page 34 in your Student Guide.
Note: Summarize the objectives. Use the objectives to give the
students an outline of what will be covered.
Display PP: Diversity Objectives
State: The objectives for this lesson are:
DEFINE diversity.
DEFINE the Navy’s Diversity Policy as a strategic imperative.
DEFINE a culture of inclusion.
Diversity Policy, ANALYZE the barriers to a culture of inclusion.
DESCRIBE the value an inclusive environment provides for mission
accomplishment.
IDENTIFY resources that promote the Navy’s Diversity Policy.
EXAMINE the effects of a diverse Navy.
DESCRIBE your plan to promote diversity at the Petty Officer Third
Class level of leadership.
IDENTIFY a personal responsibility for creating and maintaining an
inclusive environment.
IDENTIFY a personal responsibility for assisting others to reach their
highest personal and professional potential.
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IDENTIFY the adverse consequences that result when work cultures
are not inclusive.
Ask: What does diversity mean to you?
Note: Definitions should center on different talents, skills, experiences,
and culture. Lead the group in a discussion on how diversity
goes beyond race, gender, and religion. Have students
brainstorm their responses.
State: Now that we have defined and evaluated our personal
definitions, let’s review the Navy’s definition of diversity.
State: Turn To Page 38 in your Student Guide.
Display PP: CNO’s Diversity Policy
Note: Compare and contrast how the students defined diversity with
the Navy’s definition.
State: Now that we have looked at our personal definitions as well as
the Navy’s definition, let’s look at the diversity concept.
State: The Department of the Navy’s Diversity Policy is a workplace
free of discrimination with equal opportunity for all. It is based
on the understanding that each of us, uniformed and civilian,
has different skills, talents and experience. Those differences
are valuable and necessary for our continued success.
State: The Navy’s diversity vision is to create an environment that
encourages and enables all members to reach their personal
and professional potential.
State: Turn To Page 36 in your Student Guide.
Have students read Day two assignments scenario
Note: Allow fifteen minutes for students to complete their small group
discussions.
Once the students have completed their small group discussions, use
the following line of questions to facilitate a large group discussion.
List the responses from the students on the board or chart.
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Trainer Notes
Related Trainer Activities
Ask: What diversity issues/potential issues did you identify?
Possible responses:



Women chosen for cleaning assignments
Men chosen for “heavy work” assignments
Minorities chosen for cleaning assignments
Note: Address only the issues/potential issues that are specific to
diversity. Other issues/potential issues will be covered in other
lessons.
Note: For each issue/potential issue drive toward diversity.
Ask: What is the desired outcome for each of these issues/potential
issues?

Responses vary; Record responses
Ask: What actions should be taken for each of these issues/potential
issues?

Responses vary; Record responses
Ask: What are the consequences of these actions?

Responses vary; Record responses
Ask: What are the references and resources for these recommended
actions?

Responses vary; Record responses
Diversity Obstacles
Ask: What obstacles are there to diversity?
Possible responses:





Old beliefs
Prejudice
Bigotry
Chauvinism
Narrow mindedness
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Note: Ensure each item above is added to the discussion, if the
students do not include it.
State: Workplace diversity is adversely affected by any attitude or
action, conscious or unconscious, which minimizes a person or
a group because of these factors. With this information in
mind, let’s look at the diversity in our work environments.
Note: Use the following questions to guide the students in a diversity
discussion in their work environments.
Ask: What are some of the skills, talents, and experiences you
encounter in your work environment?
Ask: What are the components of an environment that encourages
you to grow personally and professionally?
Ask: As a Third Class Petty Officer, what do you need to know to help
develop and retain people with unique differences?
Ask: What are some of the major concerns or problems a leader may
face in a culturally diverse organization?
State: We looked at the concept of diversity and obstacles to
diversity. We also looked at our individual environments, what
helps us grow personally and professionally, as well as
addressed numerous differences in our shipmates. Finally, we
talked about ways we can develop and perhaps help retain
people.
Note: Globalization is defined as the increasing interdependence,
integration and interaction among people and corporations in
various locations around the world.
State: This diversity initiative provides insight into the Navy’s diversity
policies needed to meet current workforce needs while
ensuring the Navy will meet future requirements by seeking to
leverage the strength of our nation’s diversity.
State: By leveraging diversity we can better compete for the talent our
country produces and creates-conditions in which the full
potential of every man and woman serving our Navy can be
achieved.
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Related Trainer Activities
State: It is important that each member of the Navy be responsible for
promoting a culture that embraces diversity. Through the
Navy’s education, policies, programs, and conduct, each of us
are required to actively foster work environments where all are
valued and respected.
State: Turn To Page 35 in your Student Guide.
Culture of inclusion
State: Organizations that value diversity take full advantage of the
varied communities, backgrounds, education, and technical
skills to be successful.
State: A culture of inclusion means an environment where all are
welcome-regardless of position, color, religion, gender, age,
ethnicity or marital status. Encouraging everyone to participate
creates a culture of inclusion.
Ask: What are barriers to a culture of inclusion?
Possible responses:








Race
Sex
Religion
National Origin
Age
Position
Rank
Warfare Specialty
State: By bringing diverse talents, skills and experiences to the table
each person contributes to the success of the organization.
Ask: What backgrounds, talents and abilities of each team member
have contributed to the group’s work?
Note: Positive comments only.
Possible comments:


Writes well
Speaks well
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Trainer Notes
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



Good leader
Funny
Smart
Good example
Note: Give the students about two to five minutes to write a
BULLETED LIST of SPECIFIC contributions of their classmates
using the board or chart pack.
Ask: How do you think the activities we have done so far would have
gone without your shipmates?
State: We defined a culture of inclusion. We also looked at how
excluding people can affect and even hurt our creativity, our
productivity, and our relationships. In this last activity some of
you were excluded, while others were left wondering what you
could have accomplished without some of your shipmates.
Now let’s look at how we can embrace our diversity and foster
it in the workplace.
Ask: How can you create an environment where all are valued and
respected?
Possible Responses:

Promote the core values of Honor, Courage, Commitment
Ask: What are some ways you can promote a culture that embraces
diversity?
Possible Responses:

Treat everyone with respect
Ask: How can you embrace diversity in your day to day life?
Possible Responses:


Don’t exclude people
Make friends with people of different cultures
State: Our core values: Honor, Courage, and Commitment demand
that we treat every person with respect and that we leverage
the strength of our nation’s diversity. Our understanding of
diversity will help us serve our Navy and our nation.
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Related Trainer Activities
Ask: What are the long term advantages of a diverse workforce?
Possible Responses:



Improved productivity
Greater innovation and flexibility with diverse employees with
varied experiences
Reduced interpersonal conflict among Sailors, as respect for
diversity increases
Ask: What are the long term disadvantages of not valuing a diverse
workforce?
Possible Responses:



High turnover
Inability to recruit the best and brightest
Group conflicts impede peoples ability to work together
Display PP: Where do I fit in?
State: Turn To Page 37 in your Student Guide.
State: With all that we have covered so far, you may be wondering
“where do I fit in?” Or perhaps “What can I do to help the Navy
reach those goals?” The following questions will start you on a
path to finding those answers.
State: Consider the following:





How can I promote diversity?
What are the strengths and weaknesses of my work group?
How inclusive is my work environment?
Is anyone in my work environment excluded or minimized?
If so, how does this impact the work environment? What steps
can I take to address the situation?
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Petty Officer Selectee Leadership Course
Module Two-Courage
Trainer Notes
30 Minutes
Related Trainer Activities
Module Two  Lesson Three – Resource Management
Introduction:
In this lesson we will look at something that happens just about every
day. Perhaps we will laugh and think its funny-and wonder what the
problem is. However, a key leadership skill is being able to manage
and take care of the things that have been provided to us.
State: We’re going to start this lesson by reviewing a scenario.
Have students read Free Paper Scenario.
State: Turn To Page 41 in your Student Guide.
Note:
Allow fifteen minutes for students to discuss in their small group.
Once the students have completed their discussions, use the following
line of questions to facilitate a large group discussion.
List the responses from the students on the board or chart.
Ask: What issues/potential issues did you identify?
Possible responses:



Misappropriation
Benefits of working party
Effect other departments budget
Note: Address only the issues/potential issues that are specific to
Resource management. Other issues/potential issues will be
covered in other lessons.
Note: For each issue/potential issue drive toward Resource
Management.
Ask: What is the desired outcome for each of these issues/potential
issues?

Responses vary; Record responses
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Ask: What actions should be taken for each of these issues/potential
issues?

Responses vary; Record responses
Ask: What are the consequences of these actions?

Responses vary; Record responses
Ask: What are the references and resources for these recommended
actions?

Responses vary; Record responses
Note: Summarize the objectives in your own words. Use the objectives
to give the students an outline of what will be covered in this
lesson.
State: Turn To Page 39 in your Student Guide.
Display PP: Enabling objectives
State: The objective for this lesson is:
IDENTIFY and report inappropriate use of resources.
Ask: What are our resources?
Possible responses:




Supplies
People
Equipment
Money
State: Webster’s dictionary defines a resource as “A source of
supply, support or aid.”
Display PP: Definition of resource
DoD:
State: Resources consist of military and civilian personnel, material on
hand and on order, and the entitlement to procure or use
material, utilities and services.
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Ask: What is management?
Possible responses:



Oversee
Take charge
Be responsible
State: Webster’s dictionary defines management as “To handle or
direct with a degree of skill.”
Ask: What is resource management?
Possible Responses:



Saving money
Using our resources efficiently
taking care of our equipment
State: Resource management- A broad term, most often used to
describe resource allocation policies more sophisticated than
admission control or best effort.
Ask: What is your responsibility?
Possible Responses:



Talk to Assistant Leading Petty Officer
Tell working party supervisor
Report to supply department
Ask: What are you going to do?
Possible Responses:


Do the right thing
Do Nothing
Ask: Who does this affect?
Possible Responses:


No one but our division
The entire command
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


The Navy
The whole government
World economy
Ask: What are the potential outcomes from this?
Possible Responses:


“Get Lost”
Always done this way
Ask: What is the fallout from this?
Ask: How do you deal with this?
Possible Responses:

Discuss other options
State: For homework – To enable richer discussions tomorrow,
everyone needs to READ “A Design for Maintaining Maritime
Superiority” CNO Richardson 2016.
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Leadership Course
Module Three
COMMITMENT
Petty Officer Selectee Leadership Course
Module Three-Commitment
Trainer Notes
30 Minutes
Related Trainer Activities
Module Three  Introduction – COMMITMENT
Display PP: POSLC title
Note: Have all of the students stand and recite the Sailor’s Creed.
I am a United States Sailor
I will support and defend the Constitution of the United States of
America and I will obey the orders of those appointed over me.
I represent the fighting spirit of the Navy and those who have gone
before me to defend freedom and democracy around the world.
I proudly serve my country’s Navy combat team with Honor, Courage
and Commitment.
I am committed to excellence and the fair treatment of all.
Note: Highlight commitment as the theme for the day. .
State: Turn To Page 42 in your Student Guide.
Display PP: Enabling Objectives
State: The objectives for this lesson are:
DEFINE commitment.
EXPLAIN how a petty officer demonstrates honor, courage and
commitment.
Ask: What is Commitment?
Note: Acknowledge student responses. Help the students find
similarities between their definitions and the Navy’s.
Possible responses are:




Dedication
Loyal
Faithful
Promise
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State: Webster’s dictionary defines commitment as “an agreement or
pledge to do something in the future; the state or an instance of
being obligated or emotionally impelled.”
With this in mind, let’s look at what the Navy says about Commitment.
Display PP: The Navy’s Core Value of Commitment (Building Slide)
Note: The core value of Commitment is broken down by statement.
Following each statement, ask the students what it means to
them. Use student responses to align with Navy Core Values.
“I will obey the orders…
Accordingly, we will: demand respect up and down the chain of
command;
Care for the safety, professional, personal and spiritual well-being of our
people;
Show respect toward all people without regard to race, religion, or
gender; treat each individual with human dignity;
Be committed to positive change and constant improvement;
Exhibit the highest moral character, technical excellence, quality and
competence in what we have been trained to do.
The day-to-day duty of every Navy man and woman is to work together
as a team to improve the quality of our work, our people and ourselves.”
Ask: How does this apply to you?
Note: Acknowledge student responses. Help the students find
similarities between their definitions and the Navy’s.
Ask: What does it mean to be committed to something?
What are you committed to?
Ask: What connects commitment to the other two core values (Honor
and Courage)?
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Trainer Notes
2 Hours
Related Trainer Activities
Note: **To facilitate this lesson you will need copies of your command
vision and mission statements and the current CNO guidance
(which includes the Navy’s vision and mission statements).
Module Three  Lesson One – Vision & Mission
Introduction:
Having a vision gives us an ultimate goal-it helps us align our efforts. A
mission gives us purpose and direction as we move towards that visionit keeps us from wandering off course-gives us focus. This lesson
covers vision and mission. We’ll look at the Navy’s vision and mission
and compare both with our command's vision and mission. Now let’s
look at our objectives.
State: Turn To Page 43 in your Student Guide.
Note: Summarize the objectives. Use the objectives to give the
students an outline of what will be covered in this lesson.
Display PP: Enabling Objectives
EXPLAIN vision in your own words.
EXPLAIN mission in your own words.
LIST the elements of an effective vision and mission statement.
State: Let’s start by looking at vision.
State: A vision statement is an expressive statement of where you
intend to go. Unquestionably Martin Luther King Jr. had a
vision. “I have a dream” is perhaps one of the most widely
recognizable and stirring phrases in American history. It is
impossible to read them without being stirred to do something.
With this stirring example in mind, let’s look at the elements of
an effective vision statement:
State: Effective vision statements are:




Set in the future
Almost attainable
(your highest achievement goal-with all things being right)
Concise
Balanced with both external and internal drives
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

Consistent with your values
Inspiring
State: Simply put, a good vision statement identifies your “promised
land.” You can get there-but it is a challenge that may take a
lifetime.
State: Now that we understand vision, let’s look at mission and one
famously quotable mission statement: “To explore strange new
worlds. To seek out new life and new civilizations. To boldly
go where no one has gone before.”
Display PP: Effective vision statement
State: Set in the future
State: Almost attainable
State: Concise. Balanced.
State: Consistent with the Navy's Core Values
State: Inspiring
State: Turn To Page 44 in your Student Guide.
Display PP: U.S. Navy Vision Statement
State: Now let’s look at a few pieces to the Navy’s vision statement.
“For 240 years, the U.S. Navy has been a cornerstone of American
security and prosperity. To continue to meet this obligation, we must
adapt to the emerging security environment. The initiatives laid out in
this Design represent initial steps along a future course to achieve the
aims articulated in the Revised Cooperative Strategy for the 21st
Century (CS-21R) in this new environment. It’s a tremendously complex
challenge. As we get underway, we must first understand our history how we got to where we are. Moving forward, we’ll respect that we
won’t get it all right, and so we’ll monitor and assess ourselves and our
surroundings as we go. We’ll learn and adapt, always getting better,
striving to the limits of performance. This cannot be a “top-down” effort;
everybody must contribute.”
 Strategic environment adaptability –
 Our competitors –
 Core attributes –
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 Four lines of effort –
Note: Lead the students in a discussion of the Navy’s vision statement.
Ask: Is it set in the future?
Ask: Does it seem attainable/unattainable? Why?
Ask: Is it brief? Inspiring?
Ask: Is it consistent with the Navy's Core values? How so?
State: Let’s look at the command’s vision statement.
Note: Lead the students in a discussion of your command vision
statement and how it aligns with the Navy’s vision.
Display PP: Effective Mission Statements
Ask: What is a mission statement?
Possible responses:





Purpose
Says what we’re here for
Our intentions
Our objectives
Goals
State: A good mission statement defines a core purpose. It takes into
consideration knowledge, skills, and abilities which help create
a goal and objectives and then sets a destination about 5 years
in the future. An effective mission statement answers the
following questions:



Who are we?
Who do we serve?
Why do we exist? (What is our purpose?)
State: Mission statements are challenging, goal oriented, but
attainable-and most importantly-align with the vision statement.
State: Let’s look at the Navy’s mission statement.
Display PP: Navy Mission Statement
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“The United States Navy will be ready to conduct prompt and sustained
combat incident to operations at sea. Our Navy will protect America
from attack and preserve America’s strategic influence in key regions of
the world. U.S. naval forces and operations – from the sea floor to
space, from deep water to the littorals, and in the information domain –
will deter aggression and enable peaceful resolution of crises on terms
acceptable to the United States and our allies and partners. If
deterrence fails, the Navy will conduct decisive combat operations to
defeat any enemy”.
Note: Lead the students in a discussion of the Navy’s mission
statement.
Ask: Does the Navy’s mission statement align with the vision?
Ask: Is the mission statement goal oriented-attainable?
Ask: Is the mission statement challenging? How?
State: Now let’s look at the command’s mission statement.
Note: Lead the students in a discussion of your command mission.
Cover the points mentioned above.
State: Crucial to a command mission are the Sailors who work there.
It is vital that you, as a new leader, demonstrate support for the
command and the Navy as a whole.
Ask: With the Navy’s mission and your command mission in mind,
what are some ways you have shown support in the past?
Ask: How are you supporting the command now?
Ask: How will you support the command in the future?
Note: Answers will vary. Lead the students in a discussion to help
them see how they fit into the big picture-every job is vital to the
success of our Navy.
State: Organizational and personal vision and mission statements are
very similar. The real difference is that “personal” refers to
YOU only.
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State: Turn To Page 46 in your Student Guide to write your
statements.
Note: Allow the students 30 minutes to compose their personal vision
and mission statements. Once they have completed the
exercise, have each student determine if their statements are
effective using the following questions.
Ask: Do your vision and mission statements:



Address your current position?
Contain your rating specialty?
Express your value system?
Ask: Do your vision and mission statements cover:





Where am I now (personally, professionally)?
Where do I desire to be personally and professionally?
What do I need to do to get there?
Does my vision support the command's vision?
Does my mission support the command's mission?
Note: Have students present their vision and mission statements.
Summary: We looked at vision and mission, made some
comparisons, and we wrote our own mission and vision
statements. Carry what you wrote with you-refer to it
often-remind yourself of where you are going and you will
get there-with a vision-and a mission.
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Trainer Notes
1 ½ Hour
Related Trainer Activities
Module Three  Lesson Two – Creativity & Innovation
Have students read Day Three Quarters Scenario.
Note: There is not a CTCL for this scenario; the purpose of the
scenario is to introduce creativity and innovation.
Introduction:
Creativity and Innovation are perhaps two of the most important aspects
of who we are as sailors-and as people-real success hinges on itwhether we know it or not. Our core values demand it. This lesson will
give you some key pointers on sparking your own creativity and
innovation-help you see ways to do and be better. In this lesson we will
look at creativity and innovation. Let’s review our objectives.
State: Turn To Page 47 in your Student Guide.
Note: Summarize the objectives. Use the objectives to give the
students an outline of what will be covered in this lesson.
Display PP: Enabling Objectives
EXPLAIN creativity in your own words.
EXPLAIN innovation in your own words.
LIST the benefits of creativity and innovation.
IDENTIFY problem solving methods.
ASSESS opportunities for creativity and innovation.
State: Webster’s dictionary defines creativity as “the quality of being
creative or the ability to create”. Create (it’s root word) means
to “bring something new into existence; to produce through
imaginative skill”.
State: Innovation as defined by Webster’s is “the introduction of
something new, a new idea, method, device.” Innovate, it’s root
word, means “to introduce as new, do something in a new
way.”
Ask: With these definitions in mind, what are some examples of your
own creativity and/or innovation?
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Possible responses:
Responses will vary
Note: Try to get the students to focus on their creativity. If necessary
give examples: such as making substitutes with tools, or recipe
ingredients, or a new way of doing something. Lead the students in a
discussion of their examples of creativity and innovation.
State: Turn To Page 48 in your Student Guide.
Ask: What are some benefits of creativity and innovation?
Possible responses:
Responses will vary
State: Those are all excellent examples, now let’s consider if there are
steps to being creative and innovative.
Note: The purpose of this next question is to show students that they
have plenty of creativity and innovation-and as an introduction
into some suggestions on methods to spark creativity and
innovation.
Ask: If you had a problem-any problem-and the “normal” way of fixing
it wasn’t working, how would you go about fixing it?
Possible responses:





Brainstorm  (Identify if students don’t)
Write it down
Ask for help
Trial and error
Look at it differently carefully
State: Those are great ideas. As you can see there are plenty of
methods we already use to be creative and innovative. Most of
us don’t consider it, we just do it. Lets’ look at brainstorming
first.
Display PP: Brainstorming
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State: Often our first reaction to solving a problem is coming up with
one idea and then putting it into practice or testing it out. One
method of brainstorming is:





Analyze the problem
Prioritize the issues
Look at one issue at a time
Think of as many ideas as possible
Choose and test the best ideas
Display PP: Challenge Your Assumptions
State: In antiquity, people believed the world was flat. They didn’t
question it and probably had no reason to. With this in mind,
the phrase “challenge your assumptions” means:


Consider other possibilities
Question the every day routine
State: Our assumptions –no matter how reasonable-often blind us to
other possibilities. For example, most people think of houses
constructed of wood or brick, or perhaps a trailer made of
fiberglass and metal. Someone came up with the idea of using
abandoned shipping containers to build a virtually indestructible
home. This person certainly was thinking outside the box.
State: Questioning is an excellent way to spark creativity and
innovation. Most people rarely, if ever, question the routine
things they do. Consider these questions:
Display PP: Ask Plenty of Questions
State:





Are we asking the right questions?
Why do we do it this way?
Why is it a problem?
How can we do this differently?
How would somebody from another department solve this
problem?
 What if?
State: And perhaps the best question to spark creativity and
innovation is the simple “Why?”
State: The word “why” is potentially a question with unlimited answers.
It’s a very effective means of getting to the bottom of a problem.
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Have students read Day 3 Quarters Scenario.
State: Turn To Page 49 in your Student Guide.
State: This scenario provides an example of a Sailor engaging others
in problem solving.
Summary: We looked at brainstorming, challenging assumptions and
asking questions. Brainstorming can help us answer all
sorts of questions-and come ups with plenty of answers.
Challenging assumptions will often reveal a better way of
doing things-an alternative. Asking questions-will always
give us answers. Each of these helps us think outside the
box and sparks untold amounts of creativity and
innovation within us. Now its up to you to be a creative
and innovative leader.
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Trainer Notes
2 ½ Hours
Related Trainer Activities
Module Three  Lesson Three – Continuous Process
Improvement
Introduction:
This basic lesson on Continuous Process Improvement (CPI) introduces
several methods like the Theory of Constraints (TOC), Lean and Six
Sigma which can help put ideas into practice.
In its simplest form CPI starts with a thought such as what if that job
could be done better? What if you could save time and money? What if
that task could be eliminated altogether? What if your gifts, talents,
training and education could be better utilized? With these thoughts in
mind, wouldn’t you jump at the chance? In fact that’s just what the
Department of Defense did in 2006, when the Deputy Secretary of
Defense approved the Continuous Process Improvement Guidebook.
In the introductory memo he wrote “CPI has proven to be an important
tool for improving the operating effectiveness of the DoD.”
State: Now let’s review our objectives.
State: Turn To Page 50 in your Student Guide.
Note: Summarize the objectives in your own words. Use the objectives
to give the students an outline of what will be covered in this lesson.
Display PP: Enabling Objectives
EXPLAIN in your own words a process.
LIST examples of a process.
EXPLAIN continuous process improvement.
LIST continuous process improvement methods.
EXPLAIN continuous process improvement methods.
EXPLAIN how a petty officer supports command mission and vision.
State: Let’s start by looking at three key terms:



Process
Process Improvement
CPI
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Ask: What is a process?
Responses will vary
Display PP: Process Definition/Process Improvement /CPI/CPI
Methods
State: A process is a series of steps and decisions involved in the way
work is accomplished. Everything we do in our lives involves
processes.
Ask: What are some examples of processes in your daily life?











Conducting an UNREP (underway replenishment)
Loading a missile
Mooring a ship
Getting out of bed
Writing a budget
Repairing a valve
Driving to work
Putting a uniform on
Performing PMS
Cooking dinner
Paying bills
State: As you may have gathered, processes can be very simple- like
getting out of bed-or very complicated-like performing an
UNREP. Getting out of bed generally involves only one person
with little thought involved. Performing an UNREP on the other
hand can be very complicated; many people are involved and
plenty of process steps needed.
State: Let’s look at process improvement.
When we take a problem-solving approach or simply try to fix what’s
broken, we may never discover or understand the root cause of the
difficulty. Murphy’s Law comes into play and our efforts to "fix" things
may actually make things worse. However, when we engage in true
process improvement, we seek to learn what causes things to happen in
a process and to use this knowledge to reduce variation, remove
activities that contribute no value to the product or service produced,
and improve customer satisfaction. A team examines all of the factors
affecting the process: the materials used in the process, the methods
and machines used to transform the materials into a product or service,
and the people who perform the work.
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State: Now let’s look at CPI.
Continuous Process Improvement - a comprehensive philosophy of
operations that is build around the concept that there are always ways in
which a process can be improved to better meet the needs of the
customer and that an organization should constantly strive to make
these improvements.
State: Let’s look at how we do it. CPI, as you may have gathered
already, can be thought of as a concept or a framework. Within
that framework are several methods of putting that concept into
practice. As the phrase goes “there is more than one way to
skin a cat.” Remember no one method will work perfectly all
the time. In fact, sometimes it’s necessary to blend the
methods. The point is to adopt CPI as a way of life-not to be an
expert in any one method. These methods are:
CPI Methods
 Lean
 Six Sigma
 Theory of Constraints
State: Turn To Page 52 in your Student Guide.
Display PP: Lean Philosophy






Lean is a people-oriented philosophy
Focused on enhancing value and eliminating waste
Designed to:
Help customize products
Be responsive to changes
Generate a quality product
State: Lean teaches that every system that you look at, every process
that you investigate includes at least 85% waste.
Lean involves identifying:


Value added activities-Activities that change form, fit, or function
Non-value-added activities-Activities that are wasteful
State: Be aware that there may be some non-value-added activities
required in the current process that are necessary.
Ask: What are some examples of value added activities in your job?
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Possible Responses:


Preventive maintenance
Getting qualified (warfare, damage control, etc)
Ask: What are some examples of non-value added activities in your
job?
Possible Responses:


Waxing the passageway-again
Sweepers-again
Note: Acknowledge student responses. If the students answer with
military unique duties/functions (uniform inspections, quarters,
etc.), remind them that there are some activities that are
necessary.
State: Commands and businesses that have implemented “lean” have
clear goals and strategies. Their objective is to provide the
best value to a customer in terms of highest quality, lowest
cost, and in the shortest time.
Ask: What is affected by Lean?
Lean is a strategy for eliminating waste which directly affects:







Cost
Quality
Schedule
Flexibility
Production Capacity
Safety
Morale
State: Waste is the biggest roadblock to improvement.
Ask: What are some things that are wasted?
Possible responses:




Time
Money
Energy
Food
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State: According to the Lean principles there are seven general types
of waste.
Display PP: General Types of Waste
Defects:
 Repair or rework
 Doing it over
 Not getting it right the first time
 Poor quality that does not meet the customer needs
Motion:
 Any wasted motion to pick up or stack parts
 Wasted walking
 Searching for items between locations
 Wasted movement of items between different locations
Over-processing:
 Doing more work than necessary
 Doing more work on a component or item than needed
Transportation:
 Wasted effort to transport materials, parts or finished product in
or out of storage or between processes
Over-production:
 Producing more than is needed before it’s needed
 Making more of an item than the customer needed
Waiting:
 Any non-work time waiting for:
o
o
o
o
Tools
Supplies
Parts
Paperwork
Excess Inventory- Maintaining extra raw materials, work in progress, or
finished products. More work in progress or finished products than is
needed for the customer.
Underutilized people- An eighth waste, which isn’t often discussed, is
underutilized people-those who have the aptitude and desire to do
something else, but are stuck on menial tasks.
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Ask: What are some examples of waste you have encountered?
Possible Responses:



Having to redo work/maintenance
Receiving the wrong meal at a restaurant
The time I waste waiting to check out tools
State: Not only is lean a system to eliminate waste, another goal is to
never make a defect. Prevent problems before they start rather
than identifying and correcting them later. Never pass on a
defect.
Another goal of lean is to reduce cycle time.
Display PP: Cycle Time & Flow
Cycle time is the time it takes to complete one full repetition of work.
The less time a product spends in maintenance, the less it costs.
Flow--progressive achievement of tasks with no stoppages.
 The intent of flow is to pass work directly to the next process
without defects.
State: When using Lean Principles for CPI we focus primarily on 3
basic goals/objectives:



Eliminate waste
Eliminate defects
Reduce Cycle Time and Flow
State: Turn To Page 54 in your Student Guide.
State: Another method of CPI is the Theory of Constraints (TOC).
Display PP: Theory of Constraints
State: The Theory of Constraints is a philosophy and methodology for
addressing logical thinking, scheduling and controlling
resources, and measuring performance. The philosophy
emphasizes that a systems constraint exists in any process and
controls the output from the entire process.
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State: TOC requires us to examine our goals and objectives, policies,
procedures and measures (constraints) and develop a new way of
addressing problems.
There are two categories of constraints:
Policy
 Regulations
 Training Specifications
 Process Measures
Physical
 Equipment
 People
 Facilities
State: Basically, TOC is a way to question or test a process. We first
look at the constraint-whether it’s a policy, piece of equipment,
or personnel. Then we take steps to make certain that
constraint doesn’t hold up the process.
State: As with the Lean method, Theory of Constraints is a method to
improve and streamline a process-continuously. There are 5
steps to TOC.
Display PP: 5 Steps of Theory of Constraints
Step 1 - Identify the constraint by analyzing the process to identify a
specific task or activity that limits (constrains) productivity.
Step 2 - Decide how to modify or redesign the task so the process is
more effective and efficient.
Step 3 - Direct all efforts towards improving the performance of the
constraining task or activity and anything that may affect it.
Step 4 - Additional capacity is obtained that will increase the output of
the constraining task or activity.
Step 5 - If a constraint is broken, go back to step one. This sets up the
process of continuous improvement. The improvement of the original
constraining task or activity may cause a different task to become
constraining.
State: TOC has been successfully applied on many DOD programs,
often in conjunction with other continuous improvement tools,
for example:
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
USMC Maintenance Center Barstow used TOC to layout a better
refurbishment schedule for the M1150 series tractor.

The Global Power Fighter Combined Task Force at Edwards AFB
is using TOC to better manage its test projects.

Ford Motor Company used TOC to cut the lead time from release
of material to shipping from 10.6 days to 2.2 days.

The Harris Corporation cut it’s time to ramp up to production from
18 months to 21 days!
State: Now let’s look at another Continuous Improvement Process.
State: Turn To Page 55 in your Student Guide.
Display PP: Six Sigma Definition
State: Six Sigma is a strategy that espouses increasing profits by
eliminating variability, defects and waste that undermine
customer loyalty.
Six Sigma
 Attacks variation in design
 Specifies variability
 Sets safety, reliability, cost, and performance goals
State: Six Sigma attacks variation in design, processes, products,
measurement systems, and services. Four sources of
variability are:
Display PP: Six Sigma Variability
State: Insufficient design margins-result from poor design practice,
unrealistic requirements, and changes.
State: Variability of a process-every factor in a process (personnel,
materials, work practices, equipment) is very often variable. No
two products are identical, nor do two people perform the same
job in the exact manner. For example, the diameter of a
machined shaft is affected by the operator, the machine, tool,
maintenance, and the environment.
State: Variability of measurement systems-Even when properly
calibrated, no two measurement systems are precisely the
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same.
Variable products-Parts and subsystems are all variable-for all
the same reasons just mentioned.
State: Let’s review what we have covered so far.
Process-the series of steps we take to complete work.
Process improvement-looking at those steps and determining a better
way to complete the work.
Continuous Process Improvement (CPI)-is continuously evaluating
what we do-looking for a better way.
Lean-a system to reduce waste-whether it is wasted steps, time, or
money-with a view to optimizing resources and streamlining the
processes.
Theory of Constraints- a method of looking at what holds up the
process-whether it’s policies or a physical constraint like equipment or
manpower. The constraint can be modified or even eliminated or
worked around to improve the flow of the process.
Six Sigma-is a system of looking at and then reducing variations in the
process-all with a view to standardization and ensuring the process is
done the exact same way every time.
State: The two evolutions (or processes) that you identified as part of
your homework are going to be used for the next exercise.
State: Turn To Page 56 in your Student Guide. Spend the next 15
minutes to complete item two; gather information from your
small groups on the two items you identified to assist you in
determining which one is the best candidate for Continuous
Process Improvement. Once you have determined which one
is most appropriate, complete items 3-9 and answer the self
test questions.
Note: Allow the students 30 minutes to complete the job sheet on page
56 and 57. Once they have completed the exercise, have two or
three volunteers read their plans, including items 3-8.
Summary: Lean, Theory of Constraints, and Six Sigma are great
tools to consider for Continuous Process Improvement (CPI). No single
method will work every time for every project. However, often the best
way to apply the principles of CPI is to use some of the principles of
each method. Remember, the primary point of continuous process
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improvement is to look at making improvements to the work we do-not
to be devoted to any one method.
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30 Minutes
Related Trainer Activities
Note: This lesson has four major parts and is designed to be either
presented in separate sections (as integrated into the Petty
Officer Selectee Leadership Course) or as a complete lesson.
Module Three  Lesson Four – RA&A – COMMITMENT
Display PP: Enabling Objectives
Introduction:
Over the past few days we have discussed your new role as a petty
officer. This course is modeled to be reflective of the Navy’s Core
Values, Honor, Courage and Commitment. Responsibility, Authority
and Accountability are major aspects of your new role. What you do
has lasting impact.
Enabling Objectives:
DETERMINE the responsibility, authority and accountability of a Petty
Officer Third Class.
DIFFERENTIATE between responsibility, accountability and authority.
EVALUATE interactions between Petty Officers, junior and senior
shipmates and peers.
IDENTIFY the responsibility, accountability and authority of each
member of the chain of command.
Display PP: Honor, Courage and Commitment
State: Turn To Page 59 in your Student Guide.
Have students read “Lazarus says thanks” Scenario.
Ask: How do Honor, Courage and Commitment apply to this?
Note: Lead the students in a discussion highlighting how Honor,
Courage and Commitment apply to the outcome of the scenario.
State: We have started each day with the Sailor’s Creed;
Ask: How does the Sailor’s Creed relate to this?
Note: Lead the students in a discussion linking the Sailor’s Creed to the
Core Values.
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State: On the first day you wrote down what you believed your role
was as a petty officer and we identified the attributes of the
“ideal” Petty Officer. Spend the next five minutes to answer the
questions at the bottom of page 58.
Ask: How does that compare to what you have learned over the past
few days?
Note: Lead the students in a discussion on their role as a petty officer.
Ask: How do the attributes of the “Ideal” petty officer compare to what
we have learned over the past few days?
Note: Lead the students in a discussion, referencing their responses
from the first day, on what a “Ideal” petty officer is.
Note: This concludes part four of the lesson as presented within the
Petty Officer Selectee Leadership Course.
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8
1.
“U.S. Navy Core Values”. http://www.navy.mil/navydata/navy_legacy_hr.asp?id=193
2.
“Standard Organization and Regulations of the U.S. Navy”, (OPNAVINST 3120.32 series).
http://doni.daps.dla.mil/allinstructions.aspx
3.
“U.S. Navy Regulations”, Chapter 10, Section 2, article 1020.
http://doni.daps.dla.mil/allinstructions.aspx
4.
“Merriam Webster Dictionary”. http://www.m-w.com
5.
“Uniform Code of Military Justice” (UCMJ).
http://www.jag.navy.mil/Reading%20Room/ReadingRoom3.htm
6.
“CNO Diversity Policy”.
7.
“CNO Guidance-2016”.http://www.navy.mil
8.
Maxwell, John, “The 21 indispensable Qualities of a Leader”(Nashville: Thomas Nelson,
Inc., 1999), 148-154.
9.
Otazo, Karen, “The Truth about Being a Leader” (Upper Saddle River: Pearson Education,
Inc., 2007).
10.
Sloan, Paul, “The Leader’s Guide to Lateral Thinking Skills: Unlocking the creativity and
innovation in you and your team”. 2nd ed. (Philadelphia: Kogan Page Ltd., 2006)
11.
“Continuous Process Improvement Transformation Guidebook”, (May 2006)
https://acc.dau.mil/CommunityBrowser.aspx?id=23504
12.
“Handbook for Basic Process Improvement”.
http://www.cpf.navy.mil/pages/N00qio/BPI%20Manual/Handbook.htm